Ideological and Political Education Design and Practice in the Course of “Road Survey and Design”

Abstract

Based on the concept of Output-Based Education (OBE) in engineering education, this study addresses several practical challenges in the ideological and political education of the undergraduate course “Road Survey and Design” at local application-oriented universities, including fragmented ideological and political teaching resources, superficial integration of professional and ideological-political content, rigid teaching approaches, and difficulties in quantitatively evaluating educational effectiveness. Aligned with the national strategy of building a strong transportation nation and supported by an online information-based teaching platform, a comprehensive course reform was implemented throughout the entire teaching process. The teaching design was systematically optimized from four dimensions: reconstruction of educational objectives, modular integration of ideological and political elements into teaching content, establishment of a blended online–offline learning environment, and implementation of diversified whole-process assessment and evaluation. Key ideological and political elements—including the spirit embodied in the “Two Roads” initiative, craftsmanship spirit, green development philosophy, professional engineering ethics, and patriotism—were integrated into every stage of the course. Practical results demonstrate that the reform effectively achieved the integrated educational objective of knowledge acquisition, competency development, and value cultivation. The proposed approach enriches the implementation pathway of curriculum-based ideological and political education in civil engineering and road-and-bridge-related professional courses, providing a valuable reference for similar application-oriented undergraduate programs.